What Can An Excellent Library
Do For Student
Learning
Compiled by
November 2007
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To serve the information needs of the students, |
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faculty, staff and community in an environment
that |
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nurtures learning and fosters freedom of intellectual activity. |
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Key Research Findings
Have Shown that
Libraries Can: |
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Create greater student engagement in learning |
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Promote academic challenge to improve learning |
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Contribute to a supportive campus environment (more retention = more
learning) |
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Findings are
based on research reported in: |
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Kezar, A. Librarians enhancing student
engagement: Partners in learning that build bridges. In: Gibson, C. (2006). Student engagement and information
literacy. Chicago, Association of College and Research Libraries,
American Library Association. |
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q
DEEP Project: Documenting
Effective Educational Practice |
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(2,300
interviews by NSSE/AAHE research teams) |
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NSSE: National Survey of
Student Engagement |
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(Seven years of
national data collected from 750 colleges) |
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Library
Use for Student
Learning |
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The Library
provides access to: ·
information resources, print
and electronic -- on campus and remotely ·
instruction, formal and
informal ·
a physical space that is designed to support both collaborative and
reflective learning. |
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To promote
academic challenge and greater student engagement, faculty can: |
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- Include
Library Research Opportunities in Courses. |
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- Require
Student Research Portfolios to Document Topic Focus, Strategy, and
Evaluation. |
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Topic Focus: |
Background reading, topic definition, research questions, thesis |
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Search Strategy: |
Vocabulary and tool selection, search strategy, source selection. Explanation: How does each source relate to thesis? |
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SOURCE Evaluation: |
What criteria used? Why are sources appropriate and reliable? Bibliography of references (annotation
optional) in assigned style. |
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- Share Research Portfolio Assessment Rubrics with Students. |
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To promote
staff development: |
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- Library should provide database training with faculty departments upon
request. |
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Definitions |
From:
REITZ, J. M. (2002). ODLIS online
dictionary of library and information science. |
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Information Need |
A gap
in a person's knowledge that, when experienced at the conscious level as a
question, gives rise to a search for an answer. |
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Data |
The
plural of the Latin word datum, meaning "what is given." |
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Information |
Data
presented in comprehensible form to which meaning has been attributed within
the context of its use. |
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Knowledge |
Information
that has been comprehended and evaluated in the light of experience. |
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Research |
Systematic,
painstaking investigation of a topic, or in a field of study, often employing
hypothesis and experimentation, undertaken by a person intent on revealing
new facts, theories, or principles, or determining the current state of
knowledge of the subject. The results are usually reported in a primary
journal, in conference proceedings, or in a monograph by the researcher(s)
who conducted the study. In the sciences, methodology is also reported to
allow the results to be verified. In academic libraries, instruction is
designed to teach research skills. |
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Fifth Law of Library Science:
The library is a growing organism. |
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Ranganathan, S.
R. (1931). The five laws of library
science. |
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Archives preserve documents (noncurrent records)
permanently. Originals not loaned
out. |
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Museums
preserve and display collections of artifacts or
specimens. Originals not loaned out. |
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PC
Library circulates materials and promotes good
digestion (i.e., information competency). As a growing organism dedicated to
nurturing lifelong learning, an academic library ingests, digests, and
excretes. An academic library’s primary function is not to be a permanent
repository. The collection is always changing to respond to
curriculum-generated information needs. |
Compiled
by
November
2007